Australian commercial-critical infrastructure management protection

Secure management of Australia's commercial critical infrastructure presents ongoing challenges to owners and the government. Although managed via a high-level information sharing collaboration of government and business, critical infrastructure protection is further complicated by the lack of a lower-level scalable model exhibiting its various levels, sectors and sub-sectors. This research builds on the work of Marasea (2003) to establish a descriptive critical infrastructure model and also considers the influence and proposed modelling of critical infrastructure dependency inter-relationships.

Critical infrastructure protection, modelling and management: an Australian commercial case study

This research extends upon the previous work of Pye and Warren (2005) and presents a refinement of the previously proposed critical infrastructure model to enhance further our understanding and apprecication of where the likely inter-play and existance of dependency relationships between infrastructures coexist.

These associations are presented as a number of linkages that exist within each sector of Australia'a critical infrastructure, which is then extended further to the modelling of dependency inter-relationships that exist between critical infrastructures itilising Petri Nets.  The recognition and identification of such reliance relationships between critical infrastructures is necessary to allow both infrastructure owners and the government to identify and effectively manage and maintain the security, stability and availability of their particular critical infrastructure against potential scenario driven effects.  These issues are reflected within a case study as modelled using the Petri Net approach to encapsulate the issues of reliance relationships by drawing upon an Australian commercial case study.

International and culturally inclusive curricula-an engineering management unit audit case study

SEB421 Strategic Issues in Engineering is a final-year engineering management study unit at Deakin University in which the enrolled student population has grown to include significant numbers of international students. Given this change, it was considered timely to conduct a review of the unit, with regard to principles of international and culturally inclusive curricula. Despite the historically white Anglo-Saxon male culture of engineering education in Australia, there are a wide range of international and cultural aspects related to engineering education. A review of the literature reveals a diversity of interpretations of 'internationalisation' and 'cultural inclusiveness'. From a pragmatic perspective, it is noted that organisational policy can provide guidance for academic staff seeking to make courses more inclusive. From a review of the literature and relevant university policies, a list of 'international and culturally inclusive curricula' guidelines for engineering management education was developed. Comparing a prior audit of SEB421 with these guidelines revealed progress on international and culturally inclusive curricula, but identified opportunities for improvement. The guidelines were applied to the curriculum/syllabus, content/study materials, conduct and assessment of the unit, to identify further opportunities for improvement. A plan for improvement of the unit and an associated timetable for this work were developed. It was noted that some changes can be made immediately, while others are contingent upon the timetable imposed by university systems. It was further noted that issues of change within a single study unit intersect with wider issues of program curriculum, and, while pilot activities can provide a start, eventually the wider issue of international and culturally inclusive curricula across the entire undergraduate engineering program needs to be considered.

Ethnocentricity in academic marketing journals: a study of authors, reviewers, editorial boards and editors

Purpose – This paper aims to examine and compare a set of key characteristics of ethnocentricity that influence the policy of academic marketing journals, and hence the provenance, authorship and nature of articles in academic marketing journals.

Design/methodology/approach – The “fundamental” characteristics of three major marketing journals, published in the USA, the UK and New Zealand, were examined for the six-year period from the start of 2000 to the end of 2006. Data were collected from editorials and web homepages. Analysis was conducted of 811 articles, 1,676 authors, three editorial teams and three sets of reviewers

Findings – There is a challenging academic ethnocentricity in the management and implied policy of the three journals. The extent varies, but the inescapable conclusion is that the world-wide research community in marketing is not properly represented by leading journals.

Research limitations/implications – The sample was intentionally small, and unrepresentative of any category except “leading quality”. The findings are intended to add momentum to a debate and point ways forward, not to provide generalisable answers.

Practical implications – The findings suggest that: the editorial boards and reviewing teams should be made more representative geographically; editorships should be organized around the concept of a team of geographically differentiated editors; editorial and review teams should be ethnographically representative of individuals who do research and wish to publish it, particularly beyond the English-speaking world. In general, the world-wide research community in marketing would benefit from less ethnocentricity in academic journals, and these leading examples should strive to reduce it.

Originality/value – The impact of ethnocentricity is underestimated in this context. The issue needs to be discussed, because of paradigmatic influences that it can have on a journal and the profile of its authors, and hence on journal ranking and perceptions of journal quality.

Online pedagogy and academic work

This paper emerges from a study that foregrounds the complex nature of the consequences of a decision to implement a range of new technologies including a Learning Management System at one university. The paper draws upon data from interviews with academics to provide insights into the experience of being academic in the 21st century during a time when new technologies of teaching, learning and administration impact on the work of professional academics. It focuses on how academics view and understand online teaching environments; how they make professional judgments about their use of online environments in their teaching and how they make professional judgments about pedagogy. In doing this the paper looks at the differing levels of uptake of new technologies by academics, their levels of engagement and disengagement, the complexity of their relationship with these technologies and their impact on the pedagogy of academics in the study as it looks at patterns of usage in terms of age, gender and levels of experience of academics. It demonstrates the importance of pedagogy to academics and the problems that academics face many of which can be attributed to the impact of measures of bureaucratisation and standardisation including the introduction of an LMS that some argue has lead to the homogenisation of the experience of teaching and learning for both academics and students.

The conceptualisation of operational risk management models

Operational risk is evolving as a specialist field of risk management that must be practiced within all organisations, but currently has a particular relevance to banks. The Basel Committee on Banking Supervision has circulated a consultative paper which, if adopted by nation-state bank supervisors, will impose an operational risk capital charge on banks as part of a new Capital Accord. The definition of operational risk is wide-ranging and creates some unique issues related to the development of appropriate risk management models. This paper conceptualises two distinct operational risk management models; being a predictive model that will result in a known outcome upon its implementation, and a pre-emptive operational risk management model which prepares an organisation in the event that a future risk occurrence results in a disruption to critical business operations.

Perceptions of e-commerce as an academic discipline in Australian universities

This paper presents findings from a study on perceptions of e-commerce as an academic discipline in Australian universities. The study examined Australian universities' perceptions on whether e-commerce should be regarded as a business-oriented discipline or a technology-oriented discipline and further whether e-commerce should be considered as a distinctive discipline. Data was collected from official websites of all Australian universities and was categorized in accordance to award titles, host faculty and program structures. Findings showed that most Australian universities perceived e-commerce as a business-oriented discipline. However, there was no consensus on whether e-commerce should be considered as a distinctive discipline.

Online students : relationships between participation, demographics and academic performance

Using information technology to support teaching and learning is becoming ubiquitous in tertiary education. However, how students participate and perform when a major component of the learning experience is conducted via an online learning environment is still an open question. The objective of this study was to investigate whether any relationships existed between the participation, demographics and academic performance of students in an information technology course that was taught wholly online. Tracking data generated by the online learning environment was collected throughout the semester. Through a detailed analysis of this tracking data it was found that a relationship existed between students' participation in the online learning environment and their performance, as measured by final results in the course. Relationships also existed between gender, nationality, participation and performance. However, there was no relationship between age and performance and participation. These findings suggest that when designing online learning for a diverse population, student demographics should be taken into account to maximise the benefits of the learning experience. The results also suggest that the tracking data can be used as an early indicator of students who are likely to fail the course since lack of participation early in the semester is indicative of lower outcomes in the course. Being able to identify such students allows staff to take remedial action proactively rather than reactively in the latter part of the semester.

Who's Dean today? Acting and interim management as paradoxes of the contemporary university

Interim, discontinuous or 'acting' management is an increasingly ubiquitous feature of universities. This paper asks: What are the implications of this for good academic governance? Should we understand this managerial dance as a symptom of the collapse of good managerial order or, by contrast, as a symptom of the robustness and flexibility of the organisational culture of the university? Or both? This paper answers 'all of the above' to these questions. It reaches that conclusion by examining relevant literature, theorising a methodology for reading the field of interim management, and by applying this theorising to an analysis of qualitative data collected as part of a national collaborative research project conducted in Australia.

Bridging thought worlds of an academic CoP and IT support

This paper reports a case study of a Community of Practice (CoP) of tertiary educators in information technology (IT), who seek ways to obtain adequate IT support to match their particular work environment. A facilitated workshop sought to bring members of the CoP and a key representative of the central IT department together with the aim of creating common ground for improved communication and collaboration. Subsequent individual interviews explored perceptions, boundaries and potential boundary spanning opportunities. While literature argues that shared domain knowledge and associated language should alleviate boundary issues, we found that in some circumstances it might intensify them.

Evaluation of Australian undergraduate engineering management education for flexible delivery

This thesis examines issues in Australian undergraduate engineering management studies in the context of flexible learning delivery. It is proposed that, within an Australian context: a) the management skills and competencies required by graduate engineers can be determined and classified on a rational basis, permitting an educational focus on those elements most appropriate for graduates; and b) on-line and other computer-based technologies are a practical and effective method for the support of undergraduate engineering management studies. The doctoral project incorporates: • an examination of the nature of engineering management; • a review of the relevant literature establishing the importance of management studies in undergraduate engineering courses; • a review of historical and recent developments in Australian undergraduate engineering management studies; • an investigation of the management skills and competencies required by graduate engineers - based on original research; • an examination of flexible delivery of engineering education - based on professional practice experience; and • an evaluation of case studies of flexible delivery of engineering management education - based on original research and professional practice experience. A framework of ranked classified management skills is developed. Broadly, the ranking framework is generic professional skills, followed by general management skills and technical discipline specific management skills, followed by other professional discipline skills and theoretical skills. This framework provides a rational basis for design of undergraduate engineering management studies. This is supplemented by consideration of the management skills required for the future of engineering practice. It is concluded that undergraduate engineering management education is well suited to delivery and support by on-line and computer-based technology. Recent developments in improved access to the Internet, software systems for on-line collaboration and changes in copyright legislation to create a broad-based right to communication via on-line media have contributed to the facilitation of on-line delivery of teaching and learning. It is noted that though many on-line infrastructure issues have been satisfactorily resolved, higher level issues will emerge as being crucial, including the academic staff development and reward for operating in an online teaching environment and the financial sustainability of on-line development and delivery of courses.

Factors affecting the career progress of academic accountants in Australia : cross-institutional and gender perspectives

Since the late 1980s, Australian highereducation has undergone significant reforms andpolicy changes based on economic rationalismand modernisation of management. This paperexamines the outcomes of the reform processesbased on the career attributes, status andperceptions of work environment of academicaccountants in Australian universities.Similarities and differences between academicaccountants are explored fromcross-institutional and gender perspectives.The data provide insight into a number ofsystemic inequalities between the older andmore established universities and the neweruniversities. In specific, across-institutional analysis based on fouruniversity types: Sandstones/Redbricks,Gumtrees, Unitechs and New (Marginson 1999)indicates that academic accountants in Newuniversities employ a much lower proportion ofstaff with PhD qualification, a weakerpublication profile, and perceive greaterbarriers for conducting research in terms of ashortage of research mentors, colleagues withresearch experience, and post-graduatestudents. Further, the commitment to flexiblelearning and delivery strategies iscomparatively stronger in Unitechs, and posesadditional demands on accounting academics'overall workload. Perceptions of gender-baseddiscrimination by female academic accountantsare generally stronger than their malecounterparts, particularly, in Newuniversities. These results raise severalissues for academic accountants at both theinstitutional and individual level in terms ofequal employment opportunities, management ofresearch programmes, development of teachingstrategies and individual time management.

Supply chain management security : the weak link of Australian critical infrastructure protection

Secure management of Australia’s commercial Critical Infrastructure presents ongoing challenges to both the owners of this infrastructure as well as to the Australian Federal government. The security management process is currently managed through high-level information sharing via collaboration, but does this situation suit the commercial sector? One of the issues facing Australia is that the majority of critical infrastructure resides under the control of the business sector and certain aspects such of the critical infrastructure such as Supply Chain Management (SCM) systems are distributed entities that span a number of commercial organisations. Another issue is that these SCM systems can be used for the transportation of varied items, such as retail items or food. This paper will explore the security issue related to food SCM systems and their relationship to critical infrastructure. The paper will focuses upon the security and risk issues associated with SCM system protection within the realms of critical infrastructure protection. The paper will review the security standard ISO 28000 - Supply Chain Security Management Standard. The paper will propose a new conceptual security risk analysis approach that will form the basis of a future Security Risk Analysis approach. This new approach will be aimed at protecting SCM systems.